{"product_id":"text-based-learning-and-reasoning-studies-in-history-9780805816433","title":"Text-based Learning and Reasoning: Studies in History","description":"\u003cp\u003e • Author(s): Charles A. Perfetti | M. Anne Britt | Mara C. Georgi\u003cbr\u003e • Publisher: Routledge\u003cbr\u003e • Publisher Imprint: Routledge\u003cbr\u003e • BISAC: Historiography\u003c\/p\u003e\u003cp\u003eHistory is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In reading history, students engage in cognitive processes of learning, text processing, and reasoning. This volume touches on each of these cognitive problems -- centered on an in-depth study of college students' text learning and extended to broader issues of text understanding, the cognitive structures that enable learning of history, and reasoning about historical problems. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e Slated to occupy a distinctive place in the literature on human cognition, this volume combines at least three key features in a unique examination of the course of learning and reasoning in one academic domain -- history. The authors draw theory and analysis of text understanding from cognitive science; and focus on multiple \"natural\" texts of extended length rather than laboratory texts as well as multiple and extended realistic learning situations. \u003cp\u003e\u003c\/p\u003e The research demonstrates that history stories can be described by causal-temporal event models and that these models capture the learning achieved by students. This text establishes that history learning includes learning a story, but does not assume that story learning is all there is in history. It shows a growth in students' reasoning about the story and a linkage -- developed over time and with study -- between learning and reasoning. It then illustrates that students can be exceedingly malleable in their opinions about controversial questions -- and generally quite influenced by the texts they read. And it presents patterns of learning and reasoning within and between individuals as well as within the group of students as a whole. \u003cp\u003e\u003c\/p\u003e By examining students' ability to use historical documents, this volume goes beyond story learning into the problem of document-based reasoning. The authors show not just that history is a story from the learner's point of view, but also that students can develop a certain expertise in the use of documents in reasoning.\u003cbr\u003e","brand":"Routledge","offers":[{"title":"Hardcover","offer_id":46930524962967,"sku":"9780805816433","price":14551.0,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0666\/3471\/1191\/files\/9780805816433.webp?v=1771607481","url":"https:\/\/atlanticbooks.com\/products\/text-based-learning-and-reasoning-studies-in-history-9780805816433","provider":"Atlantic Books","version":"1.0","type":"link"}